Research on the teaching practice itself in physical education classes: implications and challenges perceived by a teacher-researcher
Research on the teaching practice itself in physical education classes: implications and challenges perceived by a teacher-researcher
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体育课教学实践本身的研究：教师研究员所感知的影响和挑战
DOI：
10.1080/13573322.2020.1802712
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
E. Freire
中科院分区：
文献类型：
--
作者：
Alex Santos;Thayse Polidoro João;Isabel Porto Filgueiras;E. Freire
教师正是通过日常的教学建设，在研究策略的支持下，不断学习，促进自身的专业发展。在教学过程中，他们了解自己、学生和社会环境。通过承担调查自己的实践的任务，教师也学会了成为一名研究人员的艺术和挑战。本研究采用“教师教育实践自学”的研究方法，对体育教师作为自身教学研究者的挑战和障碍进行识别和分析。产生信息的工具是教师-研究人员创建的记录：视频、照片、实地笔记中记录的观察、与合作教师和儿童的访谈、自学中理解为关键朋友的合作过程的录音和转录，以及教师对研究过程的反思叙事。所产生的信息以专题形式进行了分析，根据研究目的确定了含义单位。对结果的分析表明，教师-研究者意识到在课堂管理和教学信息的产生和分析中同时采取行动的障碍和方法上的困难，不断处理学校日常活动的复杂性。感知到的挑战出现在三个时刻：研究规划、信息和记录的产生以及信息分析。本研究使我们认识到，教师对教学实践的研究是一个具有挑战性的学习过程，教师作为研究者的提高也是提高教学质量的一个重要因素。
ABSTRACT It is through the daily construction of teaching supported by research strategies that the teachers constantly learn and promote their professional development. As they teach, they learn about themselves, their students and the social context. By taking on the task of investigating their own practice, the teacher also learns the art and challenges of being a researcher. Self-study of Teacher Education Practice methodology was used to identify and analyse the challenges and obstacles perceived by a physical education teacher when acting as a researcher of her own teaching. The instruments for producing information were records created by the teacher-researcher: videos, photographs, observation recorded in field notes, interviews with the collaborating teacher and with the children, audio recording and transcription of the collaborative processes understood in the self-study as critical friends, and the teacher’s reflective narrative about the research process. The information produced was analysed in a thematic form, identifying units of meaning according to the purpose of the study. The analysis of the results indicates that the teacher-researcher perceived barriers and methodological difficulties to act simultaneously in the management of the class and in the production and analysis of the information about her teaching, constantly dealing with the complexity of the school’s everyday activities. The perceived challenges emerged in three moments: in the research planning, in the production of information and records, and in the information analysis. The study allowed us to understand that the teachers’ research on their teaching practice is a challenging process of learning, and that their improvement as researchers is a major factor also to the improvement of teaching.